VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES
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LÊ THỊ THU HƢƠNG
AN EXPLORATARY STUDY OF ETHNIC MINORITY STUDENTS’
MOTIVATION IN STUDYING ENGLISH SPEAKING SKILLS AT SẦM
SƠN ETHNIC PRE-UNIVERSITY SCHOOL

Nghiên cứu tìm hiểu động cơ học kỹ năng nói tiếng Anh của học sinh dân tộc
thiểu số trƣờng Dự bị Đại học Dân tộc Sầm Sơn. M.A MINOR PROGRAMME THESIS

FIELD: ENGLISH TEACHING METHODOLOGY
CODE: 60140111
Hanoi, 2014
VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FACULTY OF POST-GRADUATE STUDIES

Pre-university School” is the result of my own research for the degree of Master of Arts
at University of Languages and International Studies - VNU, and that this thesis has not
been submitted for any degree at any other universities or tertiary institution.

Ha Noi, Sep 2014
Signature


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ABSTRACT

During the seven-year teaching period at Sam Son Ethnic Pre-university School
(S2EPS), the researcher has realized that the students at S2EPS lack adequate English
speaking skill to further their study at university and their future job as well. It is also
realized that motivation is one of the major factors affecting the success or failure of
students in learning a second/foreign language (L2) in general, and particularly learning
the speaking skill. Therefore, with the desire to help these students, the study is carried out
in the context of S2EPS in order to explore ethnic minority students‟ motivation in learning
English speaking skills.
The study was conducted with 100 students of S2EPS by completing a set of
survey questionnaire and with 6 students among whom by attending a focused group
interview. On the basis of data analysis, the findings, first of all, showed two kinds of
motivation possessed by the ethnic students which are the instrumental and integrative.
Secondly, some factors affecting their motivation in the learning process of the speaking
skill were found from the data, which are student factors, teacher factors as well as
classroom factors and the textbook. The extent to which these factors affect students‟
motivation are then discussed. Finally, some strategies and techniques to motivate ethnic
students at Pre-university schools in general and at S2EPS in particular to speak English
more effectively were suggested and recommended.

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LIST OF TABLES AND CHARTS

Table 1: How learners‟ motivation can possibly be affected in speaking classes.
Table 2: Students‟ reasons for learning English speaking skills.
Table 3: Students‟ interest in speaking activities used in the class.
Table 4: Students‟ opinion on factors affecting the learning process of the speaking skill.
Table 5: Students‟ opinion on strategies and techniques teachers should to use to motivate
them in learning English speaking skills.
Chart 1: Students‟ attitude towards the importance of the speaking skill.
Chart 2: Students‟ attitude towards speaking English.
Chart 3: Students‟ level of participation in speaking activities.
PART A. INTRODUCTION…………………………………….………
01
1. Rationale ……………………………………………………… ………
01
2. Aim of the study …………………………………………………………
02
3. Scope of the study………………………………………………………
02
4. Research questions……………………………………… ……………
02
5. Methods of the study……………………………………….…………….
6. Organization of the study………………………………………………
02
03
PART B. DEVELOPMENT………………………………………………
04
CHAPTER 1. LITERATURE REVIEW………………………………
04
1.1. Theoretical background of motivation…………….…………………
04
1.1.1. Motivation in foreign language learning ………………………
04
1.1.2. Classification of motivation in foreign language learning.………
05
1.1.3. Characteristics of a motivated learner……………………………
06
1.2. Theoretical background of teaching the speaking skill ……… ……
07
1.2.1. The notion of the speaking skill …………………………………
07

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2.2. The study……………………………………………………………….
2.2.1. Research questions restated………………………………………
2.2.2. Data collecting instruments, participants and procedures ……
2.2.2.1. Survey questionnaire… ………………… …… ……
 Purpose
 Structure
 Participants
 Data collecting procedure and presentation of data
2.2.2.2. Focused group interview…………………………… ……….
 Purpose
 Structure
 Participants
 Data collecting procedure and presentation of data
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2.3. Summary of the chapter………………………………………… …

2. Pedagogical implications of the study……………………………………
3. Limitations of the study ……………………………… ………………
4. Suggestions for further study… ………………………………………
REFERENCES ……………………………………………………………
APPENDICES……………………………………………………………
Appendix 1: Survey questionnaire for students (English version) …………
Appendix 2: Survey questionnaire for students (Vietnamese version)……
Appendix 3: Focused group interview questions (English version)………
Appendix 4: Focused group interview questions (Vietnamese version)……
Appendix 5: Focused group interview transcripts………………… ……
Appendix 6: Summary of statistic data collected from survey questionnaire
Appendix 7: A lesson plan for an English speaking learning class………
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recognized that the majority of the students here are not good at English; they show
their lack of motivation in learning English, especially the speaking skill. Many
students are not interested and do not invest enough time and efforts to learn and
practice this skill. Such a fact urges me to carry out a study with a desire to explore
ethnic students‟ motivation in learning English speaking skills, and to find out
factors affecting the teaching and learning process of this skill. Furthermore, based
on the study, some motivational strategies and techniques to improve the students‟
English proficiency in general and involvement in oral activities in particular will
be drawn out.
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2. Aim of the study
The aim of this study is to explore motivation possessed by ethnic minority
students at S2EPS in studying English speaking skills. Accordingly, two objectives
are set by the researcher when conducting this study as follows: to find out factors
affecting the learning process of the speaking skill, to discover what motivational
strategies and techniques can be applied to teaching English speaking skills.
3. Scope of the study
This study is limited to ethnic minority students‟ motivation in learning the
speaking skill at S2EPS. Therefore, the investigation of the issue on other skills will
not be included in the study. Furthermore, it should be taken into consideration that
the subjects of the study are the students at S2EPS who are being taught the
speaking skill in the light of the communicative approach.
4. Research questions
To reach such an aim as mentioned , the study attempts to find out the answers
to the two following questions:
Research question 1: To what extent are students at Sam Son Ethnic Pre-university
School motivated in studying English speaking skills?
Research question 2: What motivational strategies and techniques can be applied to
teaching English speaking skills at Sam Son Ethnic Pre-university School?
5. Methods of the study
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PART B. DEVELOPMENT

CHAPTER 1. LITERATURE REVIEW

1.1. Theoretical background of motivation
1.1.1. Motivation in foreign language learning (FLL)
The word motivation appears to be simple and easy but it has been seemed
impossible for theorists to reach a consensus on the exact definition. For this,
Dörnyei, (1998: 117) comments: “Although motivation is a term frequently used in
both educational and research contexts, it is rather surprising how little agreement
there is in the literature with regard to the exact meaning of this concept”. However,
this has not prevented them from trying it. Below are a few definitions of
motivation which were found during the research process:
First of all, motivation is derived from a Latin word „„emovere‟‟ that means to
move or to do an action. Next, Ames & Ames (1989) defines motivation as the
impetus to create and sustain intentions and goal seeking acts. Also, Oxford &
Shearin (1994) state that motivation is a desire to achieve a goal combined with the
energy to work toward that goal. Similarly, Johnstone (1999: 146) considers
motivation as a stimulant for achieving a specific target. Additionally, Gardner
(1985) states that motivation involves four aspects: a goal, an effort, a desire to
attain the goal, a favorable attitude toward the activity.
From the above overviews, it can be concluded that motivation is a process of
initiating, guiding and maintaining goal-oriented behaviors. Motivation is what
causes us to act, whether it is getting a glass of water to reduce thirst or reading a
book to gain knowledge. It involves the biological, emotional, social and cognitive
forces that activate behavior. The term motivation can simply be understood as the
reason why a person does something.

There is also another way in classifying motivation which is introduced by
Ryan & Deci (2000) in Self-Determination Theory: the intrinsic and the extrinsic.
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Intrinsic motivation is the desire to engage in an activity for its inherent satisfaction
rather than for some separable consequences (Ryan & Deci, 2000). Extrinsic
motivation, on the other hand, is the propensity to take part in activities because of
the reasons which do not link to the activity. These reasons can be the anticipation
of reward or punishment, like being successful in the exam or getting a good mark
(Vansteenkiste, Lens, & Deci, 2006). Therefore, it comes out clearly that the greater
the value the individuals attach to the accomplishment of an activity, the more
highly motivated they will be to engage in it and later to put sustained effort until
they achieve their goal.
1.1.3. Characteristics of a motivated learner
Educators often show deep concern about learners‟ lack of motivation to learn
and attribute. Failure is partly due to low motivation. In school, failure is mainly
due to low-motivated students. Most educators agree that motivating students
towards academic is one of the crucial and critical tasks of teaching. According to
MacIntyre et al. (2002), L2 communication is “heavily determined by fundamental
characteristics of the learner‟. Therefore, the studies on characteristics of a
motivated student have been carried out during the past decades.
Naiman et al. (1978), one of the authors of a classic study of successful
language learning, has come to the conclusion that the most successful learners to
whom a language come very easily display certain typical characteristics which are
clearly associated with motivation such as positive task orientation, ego-
involvement, need for achievement, high aspirations, goal orientation, perseverance,
tolerance of ambiguity. Similarly, Rubin (1975) summarized the findings of some
researchers on the main traits of successful learners as follows: (i) find their own
learning way, (ii) organize language information, (iii) develop a “feel” for the
language by experimenting with its grammar and words, (iv) make their own
opportunities for practicing the language inside and outside the classroom, (v) learn

contexts”. Additionally, Byrne (1986) classifies, “speaking is a two-way process
between the speaker and the listener involving the productive skill of speaking and
the receptive skill of understanding”.
In sum, it can be concluded from the above definitions that speaking is the
productive skill used to convey meaning. Therefore, speaking plays a crucial part of
L2 learning and teaching.
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Indeed, of the four language skills mentioned above, the speaking skill plays
the most important role since it is fundamental to human communication (Ur, 1996:
120). When talking about the role of speaking, Bygate (1987: 7) claims: “It is the
vehicle of social solidarity, of social ranking, of professional advancement and of
business”. In language teaching and learning, speaking is a medium through which
much language is learnt, and which is particularly useful for learning. The ability to
communicate in a L2 clearly and efficiently contributes to the success of the
learners in school and success later in every phase of life (Kayi, 2006).
Interestingly, Nunan (1991: 39) states that in social contexts, speaking is
particularly useful since it is the key to communication. Moreover, in the
international relationship, English speaking ability is obviously crucial to be able to
participate in the wider world of work.
In conclusion, because of the importance of oral skills in language teaching
and learning, it is really essential that language teachers should pay great attention
to teaching the speaking skill.
1.2.2. Teaching the speaking skill in Communicative Language Teaching
approach (CLT)
It can not be denied that teaching the speaking skill is a vital part of L2
learning and teaching. Despite its importance, for many years, teaching this skill has
been undervalued and English teachers have continued to teach speaking just as a
repetition of drills or memorization of dialogues. However, today's world requires
that the goal of teaching speaking has changed. Now many linguists and ESL
teachers agree that students learn to speak in L2 by interacting. CLT serves best for

Sakai (2009), listed 5 demotivating factors: learning contents & materials, teachers'
teaching styles, inadequate school facilities, lack of intrinsic motivation, test scores.
From the above overviews, various factors affecting the learning process of
the speaking skill can be classified by the researcher as below:
1.3.1. Learner factors
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 Learning styles
Learning style is “cognitive, affective and physiological traits that are
relatively stable indicators of how learners perceive, interact with and respond to the
learning environment” (Keefe, 1979). Also, Davis (1993: 185) defines it as “an
individual‟s preferred way of gathering, interpreting, organizing, and thinking about
information”. Although we share similar learning patterns, preferences, even
approaches, everyone learns and processes information in various ways.
Ellis (1994: 507-522) indicates a number of learning styles including concrete
learning style, analytical learning style, communicative learning style and authority-
orientated learning style (based on Willing, 1987). He eventually concludes that
“Learners manifest different learning styles but it is not yet clear whether some
styles result in faster and more learning than others”.
In short, learning style of learners is one of factors influencing quality of oral
lessons since not all students join actively in oral activities. It is also really difficult
for teachers to know exactly about differences among students. The more teachers
know about students‟ learning styles, the more able they are in motivating them.
 Second language levels
Regarding the reluctance of students‟ participation in oral activities, Tsui
(1996) states five crucial factors including students‟ perceived low proficiency in
English, students‟ fear of mistakes and derision, teacher‟s intolerance of silence, en
allocation of turns, and comprehensible input (cited in Nunan 1999: 234).
This reluctance in participating oral activities is actually a common problem
for Vietnamese students in general and students in ethnic minority areas in
particular. Owing to their low English ability, limited background knowledge, and

difficult to give their own opinions than the self-confident ones. The more anxious
learners are, the worse they perform in speaking.
1.3.2. Teacher factors
 Teacher’s roles
Since teachers are keys of the teaching and learning process, they have great
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impact on deciding rates of classroom speaking performance. Thus, evaluating and
implementing teachers‟ appropriate roles in oral classrooms is really important and
meaningful towards learners‟ communicative success. With an increasing concern
about the CLT approach in L2 teaching and learning, roles of a teacher are different
from those in the other different teaching methods. Harmer (1983) lists roles of a
teacher as follows: controller, organizer, assessor, prompter, participant, resource,
tutor, and observer. On the other hand, Byrne (1986: 2) states roles of a teacher
according to the stages of teaching speaking: the presentation, the practice and the
production stage. At the first stage, the teacher acts as an informant. At the practice
stage, it is time for students to do most of the talking and the teacher provides the
maximum amount of practice. Teacher‟s role is like the skilful conductor of an
orchestra, giving each performer a chance to participate and monitoring the
performance, and the teacher takes on the role of manager and guide at the last one.
In sum, it is concluded the important role of a teacher through stages of oral
lesson is a motivator. Whatever the teacher is doing in the class, his/ her ability to
motivate students, to arouse their interest, to involve what they are doing is crucial.
 Teacher’s characteristics
Teaching profession demands teachers to have some certain typical qualities.
One of their most important qualities is the ability to motivate their students to
participate in classroom activities therefore the teacher firstly should be one that
students respect and lay their trust on. Teacher‟s prestige will make students feel
safe in lessons and willing to participate in activities. According to Barry (1993),
some characteristics of a teacher include being natural, being warm, being pleasant,
being approachable, and being tolerant. Indeed, to establish a good relationship, it is

 Learning environment
Language learning environment concerns both physical conditions and
classroom atmosphere. Indeed, all the factors affect directly students‟ involvement
in oral activities. The former refers to desks, chairs, boards, as well as modern
teaching facilities. Harmer (1983) confirms that such conditions had great impact on
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students‟ learning as well as their attitudes toward the subject matter. These
conditions, therefore, affected students‟ motivation either positively or negatively.
The other factor related to learning environment is a pleasant and supportive
atmosphere in the classroom as Lightbrown & Spada (1999) claim “the supportive
and non-threatening atmosphere makes a contribution to learner‟s motivation”.
In sum, classroom environment does influence on students‟ motivation in
studying the speaking skill. Therefore, both teachers and students have to together
establish a purposeful and happy atmosphere in class. Additionally, educational
managers need create a good and facilitated teaching and learning environment.
 Classroom size
It is the fact that class size has great effects on teaching and learning English
language, especially English speaking skills. Hoffman (1980), defines class size as
the number of students per teacher in a class. In his work “Problems, solutions, and
advantages of large classes” (2002), Lê Phước Kỳ states that in a language class in
which students‟ participation contributes greatly to the success of the lesson, the
number of students should be kept small so that interaction between teachers and
students and between one student and another can be maximized. On the contrary,
the lesson would never be finished and uninvolved students would get bored and
start to do the other things.
In brief, oversized class can affect students‟ motivation in oral lessons.
Therefore, helping all students have equal chance to speak in large classes is always
great challenge for teachers to achieve success in teaching the speaking skill.
 Textbook
Textbook is “the visible heart of any English language teaching (ELT)

The limitations in students‟ L2 levels can directly affect
their willingness to participate no matter how much they
like the activities.
Beliefs &
attitudes
Beliefs and attitudes deeply influence the whole
educational process in general as well as success in
learning the speaking skill in particular.
Confidence &
Anxiety
The learners with language anxiety find it more difficult
to give their own opinions than the self-confident ones. Teacher
factors
Teacher’s roles
The most important role of a teacher through stages of
speaking lesson is a motivator .
Teacher’s
characteristics
Teacher‟s attitude and style are majors factors affecting
directly the relationship with students, and partly the
effect of oral lessons.
Teacher’s
methodology
Teacher‟s methodology is one of factors affecting
learning the speaking skill. For this reason, teachers
should be flexible in applying methods.